In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

scholarly journals PENERAPAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA

2020 ◽  
Vol 1 (2) ◽  
pp. 78-84
Author(s):  
Ade Evi Fatimah
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Learning Approach ◽  
Learning Approaches ◽  
Realistic Mathematics

Realistic mathematics learning is learning that connects and engages the surrounding environment and real experiences that students have experienced in everyday life. The objectives of this study were (1) to find out how to apply realistic mathematics learning approaches to students' problem-solving abilities in fractions material. (2) To determine student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material. This study uses a descriptive analysis. The subjects in this study were 7th-grade students of SMP Tunas Pelita Binjai, while the objects in this study were the students' problem-solving abilities and student activities during learning. Based on the results of the analysis, it was obtained (1) The application of a realistic mathematics learning approach to students' problem-solving abilities on fractions in Grade 7 was to present contextual problems about fractions, solve contextual problems about fractions, then compare and discuss answers and conclude learning. Based on the learning process, a percentage of 80.55% of students obtained problem-solving abilities above the low category. This shows that the realistic mathematics approach is effective for building students 'problem-solving abilities. (2) Student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material in Grade 7 are in the good category with a final score of 80.14. So it can be suggested that in the teaching and learning process it is expected that the teacher uses a realistic mathematics learning approach.

scholarly journals A Comparative Study on Students’ Performance in Entrepreneurial Education Using Face-To-Face and Online Distance Learning (ODL) Instructional Approaches

2021 ◽  
Vol 16 (2) ◽  
pp. 129-137
Author(s):  
Nazlin Emieza Ngah ◽  
Azlina Shamsudin ◽  
Marha Abdol Ghapar ◽  
Norlaila Ibrahim ◽  
Rusnah Ismail ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Study Data ◽  
Learning Approach ◽  
Learning Approaches ◽  
Face To Face ◽  
The Difference ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

Malaysia’s Ministry of Higher Education announced in early March 2020 that all universities’ teaching and learning (TL) processes must be conducted entirely online until the end of the year to prevent Covid-19 from spreading. This change has drastically altered the way teachers teach and students learn, and as a result, the impact on both lecturers and students has been enormous. This study aimed to compare students’ performance in the Introduction to Entrepreneurship (ENT300) subject at UiTM Cawangan Terengganu when using an online learning approach as against a traditional face-to-face approach. Many scholars agreed that the face-to-face approach is more effective and gives students more fulfilment than the online method because students prefer to see and hold paper-based reading material and the satisfaction derived from experiencing the lessons live. This descriptive study data was taken from two different learning approaches, face to face and online distance learning (ODL) classes, and the results showed that students’ performance is better when lessons are conducted face to face, proving that the difference in teaching and learning approach has an effect on the students’ grades.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Training Public Health Professionals to Tackle Women, Children, and Families Health Issues: A “Skill-Based Qualitative Learning Approach”

2021 ◽  
Vol 9 ◽  
Author(s):  
Cecilia Obeng
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Health Issues ◽  
Children And Families ◽  
Arduous Task ◽  
The One ◽  
Future Work

Purpose: There are several teaching and learning approaches but finding the one that is appropriate for a particular field or training program is an arduous task. The purpose of this paper is to introduce the “Skill Based Qualitative Learning Approach” (SBQLA) in training health professionals.Description: The SBQLA is a pedagogical approach via which learners are trained in developing qualitative questionnaires and interview skills to learn from experts in the Public Health (PH) field. This teaching approach arms students with interview skills that help them identify and address PH roadblocks and get them authentic information from experts. It also equips them with techniques on how to do formalized presentations and come up with projects and interventions that help mitigate and eliminate drivers of health problems among women, children and families.Assessment: Learners' field experiences are shared in a professional presentation style in a class to help trainees benefit from each other's information and to get formalized feedback on their presentation. Assessment in this learning approach is based on a synthesis and an analysis of data collected from professionals.Conclusion: Findings from this learning approach enables experts to shed light on true stories shared by real and authentic individuals whose faces can be associated with their shared experiences. This learning approach makes it possible for trainees to also initiate projects that help them tackle existing and emerging public health issues in their future work.

scholarly journals Perceptions of the Impact of Online Learning as a Distance-based Learning Model on the Professional Practices of Working Nurses in Northern Ontario | Perceptions de l’impact de l’apprentissage en ligne comme modèle d’apprentissage à distance sur les pratiques professionnelles du personnel infirmier du nord de l’Ontario

2016 ◽  
Vol 42 (3) ◽  
Author(s):  
Lorraine Mary Carter ◽  
Mary Hanna ◽  
Wayne Warry
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Northern Ontario ◽  
Soins Infirmiers ◽  
Factors Affecting ◽  
Life Study ◽  
Pratiques Professionnelles ◽  
Personnel Infirmier ◽  
The Impact

Nurses in Canada face diverse challenges to their ongoing educational pursuits. As a result, they have been early adopters of courses and programs based on distance education principles and, in particular, online learning models. In the study described in this paper, nurses studying at two northern universities, in programs involving online learning, were interviewed about their learning experiences and the impact of these experiences on their practice. The study led to insights into the factors affecting teaching and learning in distance settings; the complex work-life-study roles experienced by some nurses; life and work realities in northern settings; and the sustained importance of access enabled by online learning approaches. Au Canada, le personnel infirmier fait face à divers défis relatifs à l’éducation permanente. Les infirmiers et infirmières ont donc été parmi les premiers à adopter les cours et programmes appuyant les principes de l’éducation à distance et, en particulier, les modèles d’apprentissage en ligne. Dans l’étude que décrit cet article, le personnel infirmier étudiant dans deux universités du nord de l’Ontario, dans des programmes utilisant l’apprentissage en ligne, a été interviewé au sujet de ses expériences d’apprentissage et de l’incidence que celui-ci a eu sur la pratique des soins infirmiers. L’étude a permis de mieux comprendre les facteurs qui affectent l’enseignement et l’apprentissage à distance, les rôles complexes que jouent certains infirmiers et infirmières dans leur travail-vie-formation, les réalités de la vie et du travail dans les contextes nordiques et l’importance durable de l’accès que permettent les approches d’enseignement en ligne.

Applying Blended Learning in an Industrial Context

2009 ◽  
pp. 213-232
Author(s):  
Christian Bunse ◽  
Christian Peper ◽  
Ines Grützner ◽  
Silke Steinbach-Nordmann
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Learning Approach ◽  
Learning Approaches ◽  
Enabling Factors ◽  
Industrial Case Study ◽  
E Learning ◽  
Classroom Education

With the rapid rate of innovation in software engineering, teaching and learning of new technologies have become challenging issues. The provision of appropriate education is a key prerequisite for benefiting from new technologies. Experience shows that typical classroom education is not as effective and efficient as it could be. E-learning approaches seem to be a promising solution but e-learning holds problems such as a lack of social communication or loose control on learning progress. This chapter describes a blended learning approach that mixes traditional classroom education with e-learning and that makes use of tightly integrated coaching activities. The concrete effects and enabling factors of this approach are discussed by means of an industrial case study. The results of the study indicate that following a blended learning approach has a positive impact on learning time, effectiveness and sustainability.

scholarly journals “Walking on egg shells”: Brexit, British values and educational space

2019 ◽  
Vol 62 (9) ◽  
pp. 981-997
Author(s):  
Francis Farrell
Keyword(s):  
Human Rights ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Initial Teacher Education ◽  
Learning Approaches ◽  
Content Type ◽  
School Settings ◽  
Transformative Teaching ◽  
Civic Nationalism ◽  
The Impact

Purpose The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV). Design/methodology/approach Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings. Findings The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme. Research limitations/implications The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students. Originality/value This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.

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